DEVELOPING PROFESSIONAL COMPETENCES OF STUDENTS THROUGH INTERACTIVE TRAINING SYSTEMS

Аннотация

This study investigates the effectiveness of interactive training systems in developing professional competences among university students. Through a mixed-methods approach involving 245 participants across different disciplines, we analyzed how various interactive learning technologies impact skill acquisition, professional identity formation, and workplace readiness. Results demonstrate significant improvements in technical proficiency, problem-solving abilities, and soft skills among students exposed to comprehensive interactive training programs. The findings suggest that strategic implementation of interactive systems, when aligned with industry requirements and pedagogical best practices, substantiallyenhances students' professional development and employabilityprospects. Key words:Interactive Training Systems (ITS), Professional Competences, Higher Education, Skill Acquisition, Virtual Reality, Augmented Reality, Gamified Learning, Adaptive Learning, Mixed-Methods Research, Technical Proficiency, Problem-Solving Abilities, Professional Communication, Collaborative Learning, Industry Alignment, Workplace Readiness, Pedagogical Frameworks, Competence Assessment, Learning Analytics, Faculty Development, Professional Identity Formation, Experiential Learning, Student Engagement, Lifelong Learning, Educational Technology, Curriculum Integration. 1.Introduction The rapidly evolving technological landscape and changing workforce demands have created new challenges for higher education institutions in preparing students for professional careers. Traditional educational approaches often fall short in developing the complex, multi- dimensional competences required in modern workplaces (Beetham & Sharpe, 2019). This competence gap has prompted educational institutions to explore innovative pedagogical strategies, with interactivetraining systems emerging as apromising solution. Interactive training systems (ITS) encompass a wide range of technological solutions designed to facilitate active learning experiences through real-time feedback, adaptive content delivery, and simulated professional environments (Garrison & Vaughan, 2021). Thesesystems typically integrate elements such as:  Virtual and augmented realitysimulations  Gamified learning platforms  Artificial intelligence-driven adaptive learning  Collaborativedigital workspaces  Industry-standard software and hardware environments page726 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai [Figure1:Core componentsof interactive training systems in highereducation] Despite growing implementation of these technologies across educational institutions, systematic research on their effectiveness in developing specific professional competences remains limited. Professional competence in this context refers to an integrated set of knowledge, skills, and attitudes that enable effective performance in specialized professional contexts(González& Wagenaar, 2020). Thegapin our understanding is particularly pronounced regarding: 1. How different types of interactive technologies contribute to specific competence development 2. Thepedagogical frameworks that optimizelearning outcomes inITS environments 3. The alignment between ITS-developed competences and actual workplace requirements This study addresses these research gaps by examining the impact of comprehensive interactive training systems on students' professional competence development across multipledisciplines. Theresearch was guided bythefollowing questions:  To what extent do interactive training systems enhance students' acquisition of technical and non-technical professional competences?  What pedagogical approaches maximize the effectiveness of interactive training systems?  How do students perceive the value of interactive training systems in their professional preparation? 2.Methods 2.1Research Design This study employed a mixed-methods sequential explanatory design, combining quantitative measurement of competence development with qualitative exploration of student experiences and perceptions. This approach allowed for both objective assessment of ITS effectiveness anddeeper understanding ofthemechanisms driving observed outcomes. 2.2Participants Thestudy involved 245undergraduatestudents (142 female, 103male)from fourdisciplines:  Engineering (n=68)  Business (n=74)  Healthcare (n=57) page727 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai  Information Technology (n=46) Participants were recruited from six universities implementing comparable interactive training systems, with purposeful sampling to ensure diversity in academic performance, technological proficiency, and demographic characteristi